Hudson RBE-RN workshop CRT and MALP for struggling ELLs
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Transcript of Hudson RBE-RN workshop CRT and MALP for struggling ELLs
Promo%ng Academic Achievement for Students with Limited or Interrupted
Formal Educa%on
Andrea DeCapua, Ed.D. New York University
Helaine W. Marshall, Ph.D. Long Island University -‐ Hudson
Layers of the Instruc%onal Context
Curriculum, Instruc%on, and Assessment
Culturally Responsive Teaching
Societal Factors
Bedrock Layer
Scenarios
Please follow instruc0ons for this role play ac0vity.
• Open manila envelope, randomly take out index card. This card indicates role you have in ac9vity. – If you take card labeled “Student,” take small white envelope also labeled
“Student.” Open it, read your profile, do not reveal anything about your profile to others in your group. However, if you have a rela9ve or friend indicated in your profile,” you confer with him or her as you play your roles.
– If you take index card labeled “Mother/Father/Sister/Guardian/Friend,” take small white envelope also so labeled. Open envelope, read your profile but do not reveal anything about your profile to others in group, other than prospec9ve student.
• Make decisions about student. • Report back to larger group, using next slide to guide you
– Brief descrip9on of student – What you decided to do and why – Issues that arose during ac9vity
Role Play Sharing
Descrip9on of Student
Decisions
Issues
Please follow the instruc0ons
Teachers and learners assume that
1. the goals of K-‐12 instruc9on are a) to produce an independent learner b) to prepare that learner for life aQer schooling
2. the learner brings along
a) an urge par9cipate as an individual b) age-‐appropriate prepara9on for
(i) literacy development (ii) academic tasks
(DeCapua & Marshall, 2011)
Rural Primary Educa%on
© www.globalafricanvillage.org Used by permission.
What is it?
Three Major Differences
• Oral versus Print • Pragma9c versus Academic • Collec9vis9c versus Individualis9c
I never care about reading un9l I come here In my country nothing to read but here, everywhere print, words and signs and books and you have to read
The most importants I have learned about the United States that is a book, newspapers, or notebook and pens. These things are always let me know how to live here.
Pragma%c vs. Academic Tasks
• Defini9ons • What is a tree?
• True/False • Washington DC is the capital of the U.S. • New York City is the capital of New York State.
• Classifica9on • Categorize these objects
(Adapted from Luria, 1976)
Sample Task
Collec%vism vs. Individualism
Teachers and learners assume that
1. the goals of K-‐12 instruc9on are a) to produce an independent learner b) to prepare that learner for life aQer schooling
2. the learner brings along
a) an urge to par9cipate as an individual b) age-‐appropriate prepara9on for
(i) literacy development (ii) academic tasks
(DeCapua & Marshall, 2011)
(Ibarra, 2001)
Break
Mutually Adap%ve Learning Paradigm MALP©
• Instruc9onal model
• Elements from students’learning paradigm
• Elements from Western-‐style educa9on
• Transi9onal approach to achievement gap by addressing cultural dissonance
SLIFE U.S. Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
Aspects of Learning
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Future Relevance Immediate Relevance
Two Different Learning Paradigms
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Two Different Learning Paradigms
SLIFE U.S. Classrooms
Immediate Relevance Future Relevance
Shared Responsibility
Pragma9c Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Aspects of Learning
Individual Accountability
Academic Tasks
Wrigen Word
Standardized Tes-ng!
Two Different Learning Paradigms
Mutually Adap%ve Learning Paradigm MALP©
Instruc%onal Model SLIFE U.S. Classrooms
ACCEPT SLIFE CONDITIONS
COMBINE SLIFE & U.S.
PROCESSES
FOCUS on U.S. ACTIVITIES with familiar language
& content
with
(DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998)
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
Immediate Relevance
Oral Transmission Written Word
Future Relevance
Two Learning Ac%vi%es
FAMILIAR SCHEMATA
UNFAMILIAR SCHEMATA
Describing your favorite game in your
native language or
dialect
Explaining steps to solve a math
problem in academic English
Two Learning Ac%vi%es
Ques%ons to ask about the Mystery Bag
• Do you know what it is? • Do you know what it is called in your language?
• What do you do with it? What is it for? • Do you like it? • Give 4 words to describe it.
CHECKING ANSWERS
• One by one, check all the answers • All par9cipate in the checking
› Give answers -‐ tabulate them › Write answers up as others give them › Copy down all descrip9ve words
And now………
Apple Collec%on
Benefits of Collec%ons
• Building defini9ons • Learning ways to categorize objects • Developing vocabulary
Ø academic terms Ø descrip9ve adjec9ves
• Collabora9ng on a class project
Categoriza%on
A/An _______________________ is
a/an _______________________ Important: small before big!
Characteris%cs
• with ___________________
Or
• that has ________________
Specific Descrip%ons
• green • good • delicious • round • sweet • plas9c
• wood • heavy • glass • silver • small • soap
• key chain • teapot • bank • basket • magnet • paperweight
Mutually Adap%ve Learning Paradigm MALP©
Instruc%onal Model SLIFE U.S. Classrooms
ACCEPT SLIFE CONDITIONS
COMBINE SLIFE & U.S.
PROCESSES
FOCUS on U.S. ACTIVITIES with familiar language
& content
with
(DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998)
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
Immediate Relevance
Oral Transmission Written Word
Future Relevance
Implemen%ng MALP©
• Carol’s Social Studies Class
– Unit Design
• Gloria’s Math Class
– Classroom Posters
Carol’s Class Carol’s Class
Carol’s Class
Ages: 15 – 21
Educa%on: 3rd grade to 8th grade
Classes: Self-‐contained – English – Social Studies – Math – Science
Countries of origin: Hai%, Dominican Republic, El Salvador, Guatemala
Carol's Social Studies Unit
Objec%ves: Students will be able to
(1) Describe the everyday life of a Civil War soldier
(2) Compare/contrast it with their own lives today
Survey: Students’ Free Time
Research
Class Venn Diagram Class Venn Diagram
Student Venn Diagram
• Gathering data from secondary sources
• Comparing and contras%ng data
• Analyzing data from graphs
Student Bar Graph
And now on to math . . .
Gloria’s Math Class
• Ages: 14 -‐ 18 • Educa%on:
– 5th grade – 9th grade • Class:
– Integrated Algebra – Low-‐proficiency ELLs and SLIFE
• Origin: – Dominican Republic, Ecuador,
Mexico, Puerto Rico and Albania
Gloria’s Math Learning Environment
Objec%ves: Students will be able to (1) Use wall posters as supports to solve problems
and provide sentence level solu%ons
(2) Create partner posters to illustrate mathema%cal concepts, including:
a. Number lines b. Bar graphs c. Like and unlike terms
• Word wall
• Calendar • Sentence frames
• Teacher-‐made concept posters
• Student–produced posters
What does a MALP Classroom Look Like?
Word Wall
Class Calendar
Sentence Frames
Teacher-‐made Concept Poster
Number Lines
Bar Graph Posters
Like and Unlike Terms Posters
Runway to Common Core for SLIFE
• Informal Learning – no academic ways of thinking or responding
• MALP© – Common Core Readiness – building new schemata for academic tasks
• ESL Program with NYS Progressions for New Language Arts (English)
• Mainstream ELA Common Core Learning Standards
More about MALP©?
• Our books (University of Michigan Press): Mee-ng the needs of students with limited or interrupted formal educa-on: A
guide for educators (2009) Breaking new ground: Teaching students with limited or interrupted formal
educa-on in U. S. secondary schools (2011) Making the transi-on to classroom success: Culturally Responsive Teaching for
struggling language learners (2013)
• Our websites: hip://malpeduca%on.com hip://malp.pbworks.com
• Our ar%cles: TESOL Journal, ELT Journal, Preven-ng School Failure, Urban Review and more
• Our email: [email protected] [email protected]